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Omani Perceptions on Integrating Technology in EFL

This case study investigates Omani pre-service teachers' attitudes towards integrating Web 2.0 technology in EFL classrooms, focusing on educational material creation and technological skill confidence.

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Omani Perceptions on Integrating Technology in EFL

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  1. Omani Perceptions on Integrating Technology in EFL The 12thoman international elt conference “Quality in ELT: Raising pedagogical standards” April 18-19, 2012 Lisa A. Rutherford UAE University Al Ain, UAE

  2. Thank-You I would like to thank h.e. dr. rawiyahbintsaud al busaidiyah, minister of higher education and the sultan qaboos university elt conference committee for allowing me to present my paper today.

  3. PRESENTATION’S AIMS This presentation addresses the following aims of the conference theme, “Quality in ELT: Raising Pedagogical Standards:” Professional Development Teaching and Learning Environments Methods and Methodology Curriculum, Design, Implementation and Evaluation ELT Research Educational Technology

  4. AGENDA OVERVIEW ABSTRACT LITERATURE REVIEW & LEARNING MODELS HYPOTHESIS SUBJECTS METHOD RESULT CONCLUSION

  5. OVERVIEW In this case study, 34 Omani Educational Technology students were engaged in task-based and project-based learning. They were given instruction on EFL educational theory and were tasked to create educational materials to support learning outcomes. These materials included presentations, videos, flashcards, interactive quizzes, and a class website. At the end of the course, students were interviewed and given a research questionnaire about their Web 2.0 design experience.

  6. ABSTRACT This study examines Omani pre-service teacher attitudes toward integrating Web 2.0 technology in the EFL classroom. Thirty-four Omani EFL education majors participated in this six-month study. The results show a high degree of confidence of technical abilities among participants. A majority of the participants expressed confidence to design course materials using Web 2.0 technology and many planned to use their newly-acquired technology skills in their EFL classroom. This study also presents an educational technology model.

  7. Literature Review Two trends emerge

  8. LITERATURE REVIEW In previous studies: 70% of education majors (pre-service teachers) felt that a classroom computer would make them more effective educators. (Agyei, 2011). However, in a study of teachers who have graduated, only 28% felt they understood the relationship between educational software and the curriculum. (Ntuli, 2011).

  9. LITERATURE REVIEW Two trends have emerged in recent studies involving technology education of education majors (pre-service teachers) Trend 1: A curriculum without an educational model has not effectively integrated technology into teacher training, resulting in ineffective teacher training. Trend 2: A curriculum that uses an educational model in the integration of technology into teacher training which effectively prepares educators.

  10. LITERATURE REVIEW • Trend 1: Ineffective technology training not based upon an instructional model: • Lack of Student Teacher Confidence: • 16.7% of education majors felt they understood educational technology (Agyei, 2011). • 3.35% felt confident that they could apply what they’ve learned. (Agyei, 2011). • No Application of Theory • Observation: No integration of technology during student teaching practicum. (Techlehaimanot, 2011) • Observation: No integration of technology written in student teachers’ lesson plans. (Techlehaimanot, 2011)

  11. LITERATURE REVIEW • Trend 1: Ineffective technology training not based upon an instructional model: (continued) • Lack of “Hands-On” Experience • 4.3% pre-service teachers have created an educational website (Kumar, 2011) • 9.8% have created educational videos and electronic portfolios (Kumar, 2011) • 13% have created educational web pages (Kumar, 2011)

  12. LITERATURE REVIEW • Trend 2: Effective technology training based upon an instructional model: • High Teacher Confidence • 85% of pre-service teachers are confident in their ability to use technology to enhance teaching. (Jordan, 2011) • 76% can select technologies appropriate for content enhancement and educational use. (Chai, 2011) • Effective Application of Theory • 84% pre-service teachers can use technology to enhance learning & 86% can use technology to enhance content (Jordan, 2011) • 73.9% of pre-service teachers can combine content, technology and methodology to present lessons. (Chai, 2011)

  13. LITERATURE REVIEW • Trend 2: Effective technology training based upon an instructional model: (continued) • Educational Technology is Used Purposefully • 72% pre-service teachers can use technology to develop materials. (Yardakul, 2011). • 75% can use technology to develop student learning activities based upon student needs. (Yardakul, 2011).

  14. EDUCATIONAL MODELS TWO CURRENT MODELS: CPK & TPACK and ONE PROPOSED MODEL

  15. EDUCATIONAL MODELS CPK MODEL (Shulman, 1987)

  16. EDUCATIONAL MODELS TPACK MODEL (Cox & Graham, 2009; Mishra & Koehler, 2006; Shulman, 1986)

  17. LEARNING MODEL USED IN THIS STUDY

  18. LEARNING MODEL USED IN THIS STUDY

  19. Study Presented Project-based learning Using Web 2.0 design

  20. HYPOTHESIS 1. What are Omani pre-service teachers’ perceptions on Web 2.0 instructional design? What are Omani pre-service teachers’ perceptions on integrating Web 2.0 technology in the EFL classroom?

  21. SUBJECTS In this case study, 34 Omani second-year EFL students were enrolled in Educational Technology, a required course for all EFL Education majors. All participants had a background in computer technology and English education theory. All of the participants had received training in computer skills, English grammar, English writing, linguistics, syntax, morphology, and young learner education.

  22. METHOD During a 15-week course, students were tasked to design an online English course (K-12). Four educational technology projects were assigned and evaluated. The software students used included: Word, PowerPoint, MovieMaker, Softoria, Audacity & Lame, and an online webhosting program in .php format at http://www.000webhost.com The project assignments can be found at the class website at: http://www.teachenglish.netai.net During the 13th week, students were given a 9-question Likert questionnaire and an interview.

  23. METHOD PROJECT DESCRIPTION & PROJECT EXAMPLES

  24. PROJECTS

  25. Project 1 Evaluation (Week 2)

  26. STUDENT PROJECT #1 (CREATE A HOMEPAGE)

  27. STUDENT PROJECT #1 (CREATE A HOMEPAGE)

  28. STUDENT PROJECT #1 (CREATE A HOMEPAGE)

  29. Project 2 Evaluation (Week 4)

  30. STUDENT PROJECT #2

  31. STUDENT PROJECT #2

  32. STUDENT PROJECT #2

  33. Project 3 Evaluation (Week 7)

  34. STUDENT PROJECT #3

  35. Student Project #3 Quiz Answer Key

  36. Student Project #3

  37. STUDENT PROJECT #3 QUIZ ANSWER KEY

  38. Project 4: Documentary Evaluation (Week 12)

  39. Project 4: Documentary Evaluation (Week 12)

  40. WEEK 13 STUDY QUESTIONNAIRE & INTERVIEWS

  41. Study Questionnaire

  42. STUDENT INTERVIEW 1. What do you think about web design? Is it helpful? Difficult? Useful? What do you think of software such as Hot Potatoes? Will you use Hot Potatoes in the future?

  43. RESULTS STUDENT SURVEY

  44. RESULTS (Study Questionnaire) Agree Disagree

  45. RESULTS Most students had no Web 2.0 design experience prior to the course. 96.9% have never designed a website before. 88.1% have never owned their own website prior to the course. 88.2% didn’t know web design prior to the course.

  46. RESULTS At the end of the course, a majority of the participants expressed confidence to design course materials using Web 2.0 technology. 99.9% of the students liked designing websites. 82.3% found web design fun and interesting. 61.7% didn’t find web design difficult and only 11.7% found web design difficult.

  47. RESULTS Many planned to use their newly-acquired technology skills in their EFL classroom in the future. 96.9% want to keep their website. 88.2% want to create a website for future classes. 88.2% want to learn more about web design in the future.

  48. RESULTS STUDENT INTERVIEWS

  49. RESULTS (INTERVIEW) 1. What do you think about web design? Is it helpful? Difficult? Useful? (Student # 7) “It is helpful for me because it is not only teaching me how to create a website, but it also taught me how to deal with similar situations in the future. One day I may use it for classes or even groups or communities in school.”

  50. 1. What do you think about web design? Is it helpful? Difficult? Useful? (Student #10) “It is not that difficult. It is useful because it gave us ideas about how to include technology in teaching. And it keeps our things organized and people may visit it and learn a lot.”

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